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Introduction to the Georgia Performance Standards
for Latin
Philosophy
The purpose of the study of Latin is to read and understand Latin. Therefore, the focus is
comprehension rather than oral and written competence.
Organization
A committee of current and former Georgia Latin teachers developed the Georgia Performance
Standards (GPS) for Latin. The guiding principle of this committee was to ensure achievable
competencies for each level of Latin. As a resource, the committee consulted Standards for
Foreign Language Learning in the 21st Century, a collaborative effort involving all of the
modern and classical language associations. These standards guided the development of the
Georgia Performance Standards for Latin, which contain the following components:
State standards for each level
A framework for each level which provides the instructional areas and concepts
which should be taught
Assessment tools for each standard
A “Can Do” list of achievement expectations for each level
Teachers, parents, and administrators should find these components especially helpful in
understanding the Latin curriculum for all levels. The standards, framework, assessment tools,
and “Can Do” lists are interdependent and require the reader to consider them as a whole.
During the sequence of Latin courses, the students will accomplish the following:
Communication (CO):
Culture (CU):
Connections and Comparisons (CC):
Read, comprehend, and pronounce Latin.
Develop a cultural awareness of the ancient
Roman world.
Recognize the influences of Roman
civilization on the modern world and of the
Latin language on English and the Romance
languages.
Latin Proficiencies
The Latin proficiencies of reading, writing, listening, and speaking may be defined as follows:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Latin  Introduction
July 2007  Page 1 of 3
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for Latin
Reading
Since Latin is a non-conversational language, the greatest emphasis is placed on the student's
ability to comprehend the written word. As students progress from beginning to advanced study,
they must consistently increase their ability to read Latin texts. Most reading texts in the first
and second levels are adapted or edited passages, but sententiae, mottoes, phrases, inscriptions,
graffiti, light verse, and epigraphy may still be introduced.
Writing
Writing proficiently helps students develop their reading skills. In the early stages of learning
Latin, writing simple sentences increases comprehension of a highly inflected language and thus
hones skills in processing these „signals‟ for reading and understanding Latin passages. As
students progress through the study of Latin, the emphasis on writing in Latin decreases.
However, in advanced Latin studies, students analyze and evaluate writing styles of the authors
they study and write extensively in English about Latin literature.
Listening
Listening is an important skill because Latin literature was written to be read aloud. Some
teachers find simple conversational Latin to be a helpful tool in developing listening and
pronunciation skills. Students should be able to comprehend simple utterances in Latin and
respond appropriately.
Speaking
Students should be able to read aloud, answer simple questions, respond to visual stimuli, and
read in meter (at advanced levels).
Cultural Understanding
An understanding of Roman culture and history increases student insights into Latin reading
selections. Students also gain the ability to evaluate the Roman influence on other civilizations.
English Language Skills
The acquisition of linguistic forms and vocabulary is a progressive development through which
students perceive Latin's influence upon the English language structure and vocabulary.
Through the acquisition of Latin vocabulary, students are introduced to word development,
derivatives, and word study in English. Through the acquisition of Latin reading skills, students
develop the skills of critical thinking and analytical reading for English.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Latin  Introduction
July 2007  Page 2 of 3
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for Latin
ADVANCED LATIN
The selection of materials for Advanced Latin will vary from course to course. The Advanced
Latin courses are not sequential, but represent different genres of Latin literature. In Advanced
Latin students progress through a series of Latin literary works and authors. Since these courses
are no longer levels but independent units of literature, the class may consist of students who have
taken Latin for various numbers of years. For instance, third year Latin students may be in the
same course as fourth and fifth year Latin students. The third year students will simply study the
authors in a different sequence. The variety of authors in Advanced Latin may include, but need
not be limited to: Catullus, Cicero, Horace, Juvenal, Livy, Martial, Nepos, Ovid, Plautus, Pliny
the Younger, Sallust, Terence, Vergil.
ASSESSMENT PRACTICES
Foreign Language teachers should view assessment as an on-going practice with both formative
and summative assessment opportunities, as well as continuous measurement of student
performance growth. Assessment serves the following purposes:
Directs instruction: Teachers should be able to determine from ongoing assessment
how better to plan their instruction to ensure students’ continuous acquisition of
language skills.
Provides student feedback: Ongoing assessment of student performance helps
students stay on track and get assistance when needed as well as prepare for
summative assessments.
Provides parent feedback: Ongoing assessment of student performance helps parents
understand how their child is progressing, which would include the student’s
strengths and weaknesses.
The list of assessment tools for the Georgia Performance Standards for Latin simply suggests
modes by which the teacher may assess students’ progress. Many of the assessments described
in this document are also learning activities that become assessments when measurement scales
are applied. Learning activities can be measured in the following ways: percentage correct,
checklist of performance objectives, or rubrics with defined performance levels.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Latin  Introduction
July 2007  Page 3 of 3
Copyright 2007 © All Rights Reserved